UCU Digital Institutional Repository(UCUDIR)
Welcome to the Uganda Christian University Digital Institutional Repositoy (UCUDIR). This is the University's official Institutional Repository. It aims to collect, preserve and showcase the intellectual output of staff and students of UCU. This growing collection of research includes peer-reviewed articles, book chapters, working papers, theses, and more.
- The Repository ingests documents, audio, video, datasets and their corresponding Dublin Core metadata
- The aim is to open up this content to local and global audiences, with have optimized well for Google Scholar so your items here shows up on Google Scholar searches
- we also issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
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- Items in this community present a concise summary of information that can help readers understand, and likely make decisions about, government policies.
Recent Submissions
The Public Perception of the Role of WhatsApp in Promoting Social Cohesion in Uganda
(Uganda Christian University, 2025-05-05) Busuulwa Steven Dunstan
The purpose of this study was to explore public perception of the role of WhatsApp in promoting social cohesion in Uganda, using the case of Kampala district. WhatsApp is becoming an important tool and gradually changing the way people interact and socialize with others. However, there is a gap in existing literature, particularly, how the public perceives WhatsApp’s role in the promotion of social cohesion in Uganda. Therefore, the study applied the social network theory (Castells, 1996), as a relevant theory to provide insights into public perception the role of WhatsApp in promoting social cohesion in Uganda. This study took a qualitative approach. It employed in-depth interviews and focus group discussion (FGDs) methods for data collection to obtain answers to the research questions. In-depth interviews were held with 5 interviewees, including: media scholar, social media expert, information technology (IT) expert, Media regulator and Civil Society Official (CSO), while 2 FGDs were held with members of the public (from the 2 divisions; Kampala Central and Kawempe) of Kampala. The study is premised on the background that social media can work to facilitate social networks and relationships. The findings of this study revealed that there have been several ways through which the public perceives WhatsApp usage in promoting social cohesion in Kampala district. These include: public sphere, social mobilisation tool, and source of information. Further, it was also established that WhatsApp usage presents various opportunities in the promotion of social cohesion, especially among the users in Kampala district. These include: instant messaging, multi-media capability, adaptability, language and ease of use, user-generated content, and security, safety and privacy of users. The study also established that there are some challenges which are associated with WhatsApp usage in the promotion of social cohesion in Kampala district. The challenges are many, including: limited digital literacy, misinformation, disinformation and fake news, restrictions on social media usage, network challenges, cost dynamics, and scamming, hacking and privacy breaches. The researcher draws conclusions, proposes other areas of inquiry and recommends a need for Uganda Communications Commission (UCC) to expand, but not to suffocate space for exercise of the right to online freedom of expression by adopting ‘well-intentioned policies’ on social media usage; coupled with government expansion of the internet infrastructure in the entire country to step up connectivity on these social networks. Further, the study recommends that there is dire need for WhatsApp users to become more digital literate, particularly through acquiring multi-media skills so as to become more tech-savvy.
Bridging Motivational Gaps: A Framework Tailored to Teacher Training Institutions in Eastern Uganda
(East African Journal of Education Studies, 2025-04-01) Margaret Sarah Nafuna; Joel Yawe Masagazi; David Andrew Omona
This study, entitled "Bridging Motivational Gaps: A Motivational Framework Tailored to Teacher Training Institutions in Eastern Uganda," explores the pressing issue of tutor motivation within Teacher Training Institutions (TTIs) in the region. The objective of this study is to ex-amine the motivational strategies employed in Teacher Training Institutions (TTIs) in Eastern Uganda and develop an integrated framework that aligns tutor needs with institutional objectives to enhance professional growth and tutor satisfaction. Utilizing a qualitative research methodology, the study adopts a case study design, drawing on data collected through semi-structured interviews, focus group discussions, and document analysis. Participants included tutors, principals, members of Boards of Governors, and Parent-Teacher Association representatives, whose diverse perspectives provided comprehensive insights into the motivational dynamics at play. The findings indicate that existing motivational strategies in TTIs are predominantly financial, such as allowances for supervision and school practice. However, tutors underscored the critical value of non-financial incentives, including recognition, leadership opportunities, and avenues for career development. The study underscores the need for a holistic approach to motivation, integrating both intrinsic and extrinsic factors alongside structured feedback mechanisms and enhanced institutional support. As an original contribution, this research introduces the Integrated Motivational Framework for Teacher Training Institutions (IMFTTI), a conceptual model aimed at aligning tutor needs with institutional objectives, fostering professional growth, and enhancing overall tutor satisfaction. The study recommends institutional adoption of the IMF-TTI framework to systematize balanced motivational strategies and address existing challenges, thereby advancing tutor performance and educational outcomes in Eastern Uganda. Directions for future research are also provided, emphasizing the need for continued exploration of motivation in educational contexts.
Mental Health in Low-Income Countries: A Call to Improve Mental Health in Uganda
(PLOS Mental Health, 2025-04-30) Kizito Omona; Nice Barungi Mponye Bashabire; Ritah Bulamu Bernardine Mugabe; Samuel Ssanyu Balamaga; Betty Enyipu Akurut
The World Health Organization defines mental health as a state of mental well- being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community [1]. It is an integral component of our general health that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in –and yet it remains a low priority in many low-income countries. Uganda, like many sub-Saharan African countries, faces significant challenges in addressing mental health concerns. The burden of mental illness is exacerbated by poverty, conflict, and a lack of awareness. Supporting and managing the wellbeing of people is faced with numerous challenges, especially for those who already face a variety of hurdles or difficulties. For example, Mugisha, Bantu & Nakalema [2] explored the mental health impact on parents raising children with Autism Spectrum Disorder (ASD) in Uganda. They highlighted stigma, economic hardship, and lack of mental health support services as key factors exacerbating mental health struggles. The results revealed very high levels of stress and stigma among parents and experiences of financial difficulties, marital conflicts, and psychological strain resulting from societal discrimination were common. Parents reported experiencing feelings of shame, embarrassment, and hopelessness, exacerbated by societal misconceptions and the lack of support systems. The prevalence of anxiety symptoms among parents (45.9%) surpassed previous estimates, indicating a significant mental health burden within this population. Another study examined the intersection of mental health and HIV/AIDS in Uganda and emphasized again, how financial stress, social stigma, and lack of resources all hinder mental well-being within this community [3]. This echoes findings in many other similar studies [4,5]. In this Opinion, we aim to provide an overview of the state of mental health in Uganda, assess existing policies and challenges, and offer possible solutions.
Methodological Experiences and Important Graduate Tracer Study Results for Quality Enhancement at Uganda Christian University
(African Multidisciplinary Journal of Research, 2022-04-23) Egesah Omar; Betty A. Enyipu; Kiiza Sarah
University graduates are a useful resource that can provide important information about the programme they studied at the university. This information could be in the form of feedback and evaluation which the university could utilize in improving academic programmes as well as running future ones. One way to obtain and make use of such strategic information is through graduate tracer studies (GTS). The Uganda Christian University (UCU) recently conducted a GTS. The experiences of the researchers are shared in this paper. The Uganda Christian University GTS referred to here as UCUTRACE, was part of a wider training on University Graduates’ Tracer Study Course (UNITRACE 2.0) in East Africa (2015-2016). The training targeted university managers and academics to train in GTS processes in scientific and systematic ways, at universities in East Africa. Participants in the training were drawn from 10 public and private universities in Kenya, Uganda and Tanzania. Each university provided two researchers who planned and conducted GTS at their institutions in sync with the training process, which had a series of four training workshops and two online mentorship sessions. The overall objective of the training was to develop skills for university managers, in order to be able to design, implement and analyse graduate tracer studies, as part of internal quality assurance systems. Further to this, pragmatically, each pair of researchers designed and conducted a GTS at respective universities,this paper presents experiences of the pair at UCU. The paper presents important selected results that UCU can use for quality enhancement of teaching-learning and service delivery. The objectives of this paper are:one, to describe the methodological experiences of conducting the first GTS at UCU; andtwo, to present selected results that attest to how GTS results can be utilised to enhance academic programmes
African MultidisciplinaryJournal of Research (AMJR). Special Issue,January 2020. ISSN 2518-2986 (120-134) and learning environments at an East African university. The relevance of these results to quality enhancement will resonate with other East African universities that are affiliated to the inter university council for East Africa (IUCEA). Researchers developed and implemented a project action plan (PAP) that was used in guiding the process of conducting the GTS. A survey design with a target groupof graduates for the year 2012 was adopted. Representative employers of the graduates were also purposefully selected. Data (N=2031) was analysed using the Statistical Package for Social Scientists (SPSS) as descriptive statistics and reported in frequencies and percentages. Results show that the overall knowledge gained, relevancy of study materials, programme course content, quality of teaching and management was effective and efficient (mean=77.4%). However, weaknesses were reported regarding programmesoffered and employability of the graduates. Based on the findings, the surveyed graduates offered important feedback for curriculum relevance, identification of best pedagogical teaching and learning practices and enhancement of quality education.
Effects of Introducing World Health Organization Safe Childbirth Checklist on Midwives’ Knowledge and Selected Essential Childbirth Practices. A case study of a Health Centre IV in Eastern Uganda
(Uganda Christian University, 2025-05-06) Esther Ahimbisibwe
There is a global concern about improving critical delivery procedures to reduce maternal and neonatal mortality rates. Evidence in Uganda shows that there is high prevalence of maternal and newborn death largely due to inadequate perinatal and postnatal care. This study examined the effects of introducing WHO SCC on midwives’ knowledge and practices of selected essential birth practices in Uganda. Theoretical/Conceptual Framework: The Lewin's Change Management Theory was used to enable the successful introduction of a different way of doing things from what the midwives were previously doing. The midwives embraced the teaching, coaching, mentorship and introduction of WHO SCC which later led to improved level of knowledge and practice of WHO SCC elements. Methodology: This study adopted quantitative quasi-experimental pretest-posttest study design. Before intervention, a questionnaire was administered to collect data from study participants and data audit tool was used to collect data on practice from 121 files. After the introduction of an educational intervention which involved teaching, coaching and mentorship, data was again collected using the same data collection tools used at pre- intervention. Results: The study showed that the introduction of WHO SCC had statistically significant effect on midwives’ knowledge and practices regarding the self-reported data. There was also a statistically significant change in practice as measured by the audit tools. Conclusion: The study finding demonstrated the significance of WHO SCC intervention on midwives’ knowledge and practice. Midwives play an important role in providing care for expectant mothers before giving birth and to the mothers and their baby immediately after giving birth. Undertaking midwives’ responsibilities requires that they should be soundly knowledgeable, skillful and experienced in practicing their profession. Recommendations: Midwifes’ leadership should ensure that WHO-SCC is introduced and used more regularly and broadly in hospitals across the country.
Key Terms: WHO Safe Childbirth Checklist, Essential Birth Practices, Midwives, Knowledge and Practices.